ESOLESOLEnglish for Speakers English for Speakers of Other Languagesof Other Languages

Nancy Urnes- CoordinatorNancy Urnes- Coordinator

Jill Morey – ESOL Teacher, PNHJill Morey – ESOL Teacher, PNH

Terms

ELL = English Language Learner ESOL = English for Speakers of Other

Languages LEP = Limited English Proficient/Proficiency LAS = Language Assessment Scales

(Beginning, Early Intermediate, Intermediate, Proficient, Above Proficient)

What do I already know?What do I already know?

Note card Activity: Note card Activity: 1. What do I know about ESOL/ELLs?1. What do I know about ESOL/ELLs?

2. I want/need to learn more about….2. I want/need to learn more about….

3. I hope you can help me to…..3. I hope you can help me to…..

Parkway’s ESOLParkway’s ESOLPopulation:Population:

K-12 700+ studentsK-12 700+ students K-1 stay at their “home” schools and receive services K-1 stay at their “home” schools and receive services

from traveling teachersfrom traveling teachers Center Schools: 4 Elementary (Carman Trails, Green Center Schools: 4 Elementary (Carman Trails, Green

Trails, Craig and Ross)Trails, Craig and Ross) Middle (Central Middle, NEM 07-08)Middle (Central Middle, NEM 07-08) High School (Central High and North High starting in High School (Central High and North High starting in

2009 – Levels 0-3/4, then “Monitor 1 and 2”2009 – Levels 0-3/4, then “Monitor 1 and 2” Our students come from over 50 countries and speak Our students come from over 50 countries and speak

more than 40 languagesmore than 40 languages

Why do we have ESOL:Why do we have ESOL:

2000: With “2000: With “No Child Left BehindNo Child Left Behind,” the ,” the federal government mandated accountability federal government mandated accountability for various sub-groups.for various sub-groups.

ELLs are one of these groups. Each district ELLs are one of these groups. Each district must provide services for ELLs – districts must provide services for ELLs – districts report to the state, and then the state reports to report to the state, and then the state reports to the federal government. There is federal the federal government. There is federal money (Title III) available to help fund this money (Title III) available to help fund this program.program.

A typical Parkway ELL:A typical Parkway ELL:

No such thing!No such thing! Temporary resident/refugee and/or immigrant (privacy Temporary resident/refugee and/or immigrant (privacy

laws). laws). Employment / education of parentsEmployment / education of parents Educated background / background of extreme poverty Educated background / background of extreme poverty

– education interrupted or never formally begun (Sanel)– education interrupted or never formally begun (Sanel) While proficiency can take time, younger students can While proficiency can take time, younger students can

acquire language quite quicklyacquire language quite quickly Usually 7-9 years to reach fluency…we tend to get Usually 7-9 years to reach fluency…we tend to get

them in the 2nd-5th yearthem in the 2nd-5th year

Role of ESOL teacher at Parkway North

Many hats Flexible – push in/pull out/sheltered instruction Working with problem areas and scaffolding

student learning in each class in which they need help.

Parent liaison Teacher Resource for assistance with ELLs

Cultural Shift: from Cultural Shift: from native culture to native culture to

Parkway….Parkway…. ……and US public education! and US public education! The US system is different than most other countries…The US system is different than most other countries…

teacher/student interaction more formal in other teacher/student interaction more formal in other countries (examples?) countries (examples?)

Students stand when teacher comes in, sit when Students stand when teacher comes in, sit when teacher says sit. How can that confuse an ELL? How teacher says sit. How can that confuse an ELL? How can that confuse a teacher at North?can that confuse a teacher at North?

Teacher last name v. “Teacher”Teacher last name v. “Teacher” DressDress Passive v. active learning culture (teacher is center of Passive v. active learning culture (teacher is center of

all knowledge in many cultures)all knowledge in many cultures)

Reminders when speaking Reminders when speaking to a family of non-nativeto a family of non-nativespeakersspeakers

Speak more slowly, not more loudly Speak more slowly, not more loudly Tone and facial expression are very important to Tone and facial expression are very important to

consider (the student needs to read all of these signals consider (the student needs to read all of these signals and understand what you are saying. It can be very and understand what you are saying. It can be very confusing)confusing)

Limit slang (or be ready to explain it)Limit slang (or be ready to explain it) Limit idioms (or be ready to explain them)Limit idioms (or be ready to explain them) Use simple language without being condescendingUse simple language without being condescending Ask family if they have questions. They may not feel Ask family if they have questions. They may not feel

comfortable initiating a question.comfortable initiating a question.

ELLs at Home

Students play many roles for their families and are play many roles for their families and are sometimes under a lot of pressure outside of school to sometimes under a lot of pressure outside of school to care for family and take on a more parental role.care for family and take on a more parental role.

It is important that students maintain their native It is important that students maintain their native language at home – communicating on a deep level language at home – communicating on a deep level with parents is absolutely essential. with parents is absolutely essential.

Current research (Dr. Patricia Kuhl at the University of Current research (Dr. Patricia Kuhl at the University of Washington) is proving that a multi-lingual upbringing is Washington) is proving that a multi-lingual upbringing is an asset to the intelligence of the child, especially in an asset to the intelligence of the child, especially in the area of mental dexterity.the area of mental dexterity.

ELLS in the US population

As of 2000, ELLs were the fastest- growing segment of the school-age population in the US.

1 in 4 students are LEP(ELL) in many areas 95% of students are LEP(ELL) in some areas The ideal program supports SLA all day long

with a variety of methods – no relegating to corner!

Law, Barbara and Mary Eckes. The More Than Just Surviving Handbook; ESL for Every Classroom Teacher. 2000. Winnipeg. Portage and Main Press.

Strategies for teaching Strategies for teaching ELLsELLs

EmpathizeEmpathize Foster a sense of belongingFoster a sense of belonging Slow your rate of speechSlow your rate of speech Use visuals whenever possibleUse visuals whenever possible Honor a silent periodHonor a silent period Teach (Pre-teach) key words (website Teach (Pre-teach) key words (website

resources)resources) Value bilingualismValue bilingualism

Culture Shock

Don’t forget about “culture shock” in its many Don’t forget about “culture shock” in its many forms.forms.

Euphoria of something new (honeymoon)Euphoria of something new (honeymoon) Exhaustion at having to figure things out all the Exhaustion at having to figure things out all the

time (honeymoon is over)time (honeymoon is over) Withdrawal and silence (normal and necessary Withdrawal and silence (normal and necessary

for some)for some) Frustration, depression, confusionFrustration, depression, confusion Gradual acceptance, assimilationGradual acceptance, assimilation Reverse culture shockReverse culture shock

Language Services – what does that mean?

Sometimes parents of ELLs mistake language services Sometimes parents of ELLs mistake language services for SSD, or students are placed in remedial classes for SSD, or students are placed in remedial classes solely based on their English language ability. There solely based on their English language ability. There can be a stigma attached based on cultural values. can be a stigma attached based on cultural values.

Self-Esteem Self-Esteem Bilingual resources can help students understand the Bilingual resources can help students understand the

content of classes while providing a bridge to help content of classes while providing a bridge to help close the language barrier gap. close the language barrier gap.

ESOL teachers will assist students in improving their ESOL teachers will assist students in improving their reading and writing skills in English reading and writing skills in English

Language skills transfer from one language to another. Language skills transfer from one language to another.

Second Language Development or SLA

Early Child Education Brief 10 Essential Findings 10-15 minutes in subject area groups Each group will teach the rest of the

groups 2 of the Essential Findings – see if you can think of specifics from your experience to support the findings. Do the findings raise other issues?

ESOL Levels

TESOL has developed a standard of ELL/ESOL levels

They range from level 1 (beginning) to level 5 (Advanced)

Handout – Placement issues for upcoming year. Please be vocal about how ELLs are doing in your classroom. We want to be sure they are correctly placed with appropriate support.

Diversity is the one true thing that Diversity is the one true thing that we have in common. Celebrate it we have in common. Celebrate it

everyday. -everyday. -anonymous

-Embrace and highlight the ethnic -Embrace and highlight the ethnic diversity in your classroom with flags, diversity in your classroom with flags, bulletin boards, guest-speakers ex. bulletin boards, guest-speakers ex. Green Trails clocks, Thanksgiving Green Trails clocks, Thanksgiving “Feast”, Spring International Festival“Feast”, Spring International Festival

-Culturegrams Website-Culturegrams Website

-Student initiated projects-Student initiated projects

CULTURE QUIZ….CULTURE QUIZ….

http://www.eslcafe.com/quiz/world1.html

Top Ten Tips

Here are some more tips (handout) What have you done that has worked for

your students in the past? Let’s share ideas! Butcher paper

reporters for each subject area

Scaffolding Writing

Example of all of the resources out there to help us. We are not alone!

Final thoughts about Final thoughts about ELLsELLs

Foster an appreciation for cultural diversityFoster an appreciation for cultural diversity

Be mindful of the difference in social Be mindful of the difference in social language and academic languagelanguage and academic language

Learn as much as you can about your Learn as much as you can about your ELL’s first languageELL’s first language

Additional Support

ESOL Website for North Subject Specific Website links Strategies for working with ELLs Updated Resources in library for

teachers and students Ongoing discussion and meetings all

year.

Questions???Questions???

Contact Jill Morey or any of the Contact Jill Morey or any of the counselors in the guidance office.counselors in the guidance office.

For a list of the names and extensions of For a list of the names and extensions of the ESOL teachers in Parkway, go to the the ESOL teachers in Parkway, go to the Curriculum and Development website Curriculum and Development website and click on the ESOL department and click on the ESOL department websitewebsite

Thank you and have a great year!!! Thank you and have a great year!!!

Across Cultures

http://www.youtube.com/watch?v=NMHJszvPmzs – Japanese Game Show

http://www.youtube.com/watch?v=NMHJszvPmzs – James Blunt

http://www.msnbc.msn.com/id/21134540/vp/31403354#27200009 – El Salvadorian family